Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?

Abstract

This study sought to examine whether teachers’ and educational administrators’ conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants’ conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants’ responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants’ conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants’ lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers’ and educational administrators’ conceptions and teachers’ practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.

Teachers’ Beliefs: Positive or Negative Indicators of Inquiry-Based Science Teaching?

“…When beliefs about science teaching formed on incorrect or incomplete knowledge are used continuously over time, they become robust and resistant to change even when they are confronted with correct scientific explanations (Pajares, 1992). This finding and others (Mohammed & Amponsah, 2021) suggest that most teachers in the current research setting, like teachers in similar settings, have developed deep convictions that traditional hands-on science activities are inquiry-based (innovative) instructional practices. These deep convictions strongly influence how the teachers conceptualize and organize innovative science instructional tasks and, strongly influence their practices in classrooms (Bryan, 2012).…”

“…However, the finding from this study suggests that teachers' beliefs is an important psychological (internal) indicator of instructional behaviour in places where there are serious challenges in the implementation of innovative (inquiry-based) science curricula. After all, if teachers are given sufficient resources, adequate time, small class sizes, and other favourable external conditions but, if the teachers do not hold strong beliefs about and informed conceptions of inquiry (Mohammed & Amponsah, 2021), it will still be difficult for them to implement inquiry-based (innovative) science curricula initiatives.…”

Digital revolution in higher education: unveiling the impact of online learning versus traditional classroom instruction in a Ghanaian university, west Africa

“…In inquiry-based learning, students are empowered to foster their understanding of educational principles through the formulation of inquiries, the design of experiments, and the execution of investigations. As substantiated by Akerson et al (2018), this approach has been demonstrated to enhance student comprehension of educational ideas while nurturing critical thinking and adept problem-solving skills (Mohammed & Amponsah, 2021a;Mohammed & Amponsah, 2021b). The Media and their wide-ranging effects have been around ever since humanity started organizing into tribes and developing methods of communication .…”

Effectiveness of Multimedia versus Traditional Teaching Methods on Chemistry Practical Performance among Senior High School Students in Ghana

“…Also, Inquiry-based learning involves students asking questions, designing experiments, and conducting investigations to discover scientific concepts. According to a study by Akerson et al (2018), inquiry-based learning has been found to improve student understanding of science concepts and increase their critical thinking and problem-solving skills (Mohammed et al, 2020;Mohammed & Amponsah, 2021a;Mohammed & Amponsah, 2021b). Collaboration in education involves working together with other teachers, students, or professionals to create a collaborative learning environment that fosters the sharing of ideas and knowledge (Amponsah & Ochonogor, 2016 a & b;Kozleski et al, 2013).…”